Nature Versus Nurture Family Policy And Nature-Nurture
Prof. Greg Francis6/16/08Family Policy and Nature-NurtureNature versus nurtureIIE 366: DevelopmentalPsychologyGreg FrancisLecture 06I. Child Development and Family PolicyA. BackgroundB. Ways to Influence Family PolicyC. Influences on ResearchII. Nature and NurtureA. Genetic Influence on IntelligenceB. Nonshared Environmental influenceI. Child Development and FamilyPolicyA. Background Family policy refers to laws and regulations that directlyor indirectly affect families with children. development, obvious to use that knowledge.A. Background B. Ways to Influence Family PolicyWhen research indicates ways to foster children’sAlso because ofC. Influences on Research1. Changing family circumstances2. Declines in children’s social healthB. Ways to Influence SocialPolicy Build understanding of children andtheir developmentServe as an advocate for childrenand children’s needs Evaluate policies and programs Develop a model programC. Influences on Research Broader, more comprehensivetheories Improved methods Note: ethics plays a central role ofdevelopmental psychology1
Prof. Greg Francis6/16/081. Evidence from the ColoradoAdoption StudyII. Nature and Nurture A. Genetic Influence onIntelligenceB. Nonshared EnvironmentalInfluence 245 children who were relinquished bytheir mothers at birth, their biologicalmothers, and their adoptive mothers,and 245 control families that includedonly biological childrenchildren’s IQ measured every 1-3 yearsReliability and validityAre the results the same when we look at different aspects ofintelligence?Reliability and validityAre the results the same when we look at different aspects ofintelligence?Reliability and validityAre the results the same when we look at different aspects ofintelligence?2
Prof. Greg Francis6/16/08Against expectationsReliability and validity You might think that the adoption studieswould have a serious problem Selective placement Adoptive parents attempt to select children withdesirable traits Or with traits similar to themselves This turns out not to be a problem for manytraits (since correlations are not found)Moreover, correlations between biologicalmothers and adoptive mothers were .00 forgeneral intelligence, .06 for verbal ability,and .05 for spatial abilityCriticisms One major problem with adoption studies isthat they are observational studiesNo control of environments IncomeEducation levelsSiblingsSchoolsUsually it is unethical to do the experimentsyou would like to do!Intelligence 1930’s orphanage with no roomTwo “hopeless” baby girls 13 and 16 months Runny noses, ugly hair, undersized, poor muscle tone,unresponsive IQs between 35 and 46 (moderate to severe mentalretardation) Transferred to a ward of adult women in aninstitution for persons with mental retardation6 months after the move, IQ increased to 77 and 87A few months later, IQ increased to mid-90s (almostnormal)Skeels (1966) What caused the improvement in IQ?Children received a lot of attention in mentalretardation ward Toys, books Residents played and talked with children Observations suggest an experimentNurture effects The Skeels (1966) study of 25 preschool childrenplaced in an orphanage as infants.Comparison group: 12 children who remained inthe orphanage throughout the preschool years. Average IQ of 86 at start of study Experimental group: 13 children who weretransferred to a home for teenage girls with mentalretardation All classified as mentally retarded (average IQ 64)Unsuitable for adoption (state law)One-to-one careHalf-morning kindergarten program3
Prof. Greg Francis6/16/08Results from SkeelsB. Nonshared EnvironmentalInfluencesNurture Changes in environment lead to a 30point difference in IQ!1. A paradox in the study ofenvironmental influence 2. Sources of nonsharedenvironmental influence 3. A specific example: Familysize and birth order It seems obvious that under present-day conditions there are stillcountless infants with sound biological constitutions and potentialitiesfor development well within the normal range who will becomeretarded and noncontributing members of society unless appropriateintervention occurs. It is suggested by the findings of this study andothers published in the past 20 years that sufficient knowledge isavailable to design programs of intervention to counteract thedevastating effects of poverty, sociocultural, and maternaldeprivation. The unanswered questions of this study could form thebasis for many life-long research projects. If the tragic fate of thetwelve contrast group children provokes even a single crucial studythat will help prevent such a fate for others, their lives will not havebeen in vain. (p. 109) (Skeels, 1966)A paradox in the study ofenvironmental influence Adoption studies make it clear that genesaren’t everything. Environment matters. Yet the correlation between siblings is only .35. Sibs differ by an average of 12-13 IQ pointsSources of NonsharedExperience Accidental factors, such as illness Family structure, including birth order,birth spacing, absence of parents compared to 15-17 for unrelated pairs. Experience matters but it usually makeschildren within a family different.Different parental treatment andexpectations Extrafamily factors including teachers andnonshared peers4
Prof. Greg Francis6/16/08An example: Impact of family sizeand birth orderNext time Prenatal development Newborns5
Nature versus nurture IIE 366: Developmental Psychology Greg Francis Lecture 06 Family Policy and Nature-Nurture I. Child Development and Family Policy A. Background B. Ways to Influence Family Policy C. Influences on Research II. Nature and Nurture A. Genetic Influence on Intelligence B. N
Nature, Nurture, and Human Diversity Gender Development The Nature of Gender The Nurture of Gender Reflections on Nature and Nurture. 2 7 Nature, Nurture, and Human Diversity Similarities Differences Genes: Same set of . Lecture_04_Nature, Nurture, Diversity.ppt Author:
Dec 31, 2000 · also compare nature/nurture effects for a wide range of variables in order to obtain a more complete picture of the role of nature versus nurture, and nature/nurture interactions, on measures of children’s long-run behaviors and well-being. We find that, even before any inh
program Explore Discover Educate Buy Entering the Nurture program Contact journey Nurture program experience The Nurture program is automated and always on. Nurture delivers content that’s relevant to the contact, based on their pain points and engagement. Contacts are routed to the right
Nature vs. Nurture Nature and nurture interact to produce cognitive development. Nature: maturation of brain and body; ability to perceive, learn, act; motivation Nurture: –Adaptation: Children respond to the
If nature and/or nurture influences but does not determine our actions, we could still have libertarian free will. If nature and/or nurture determines our actions ("determinism"), we still have compatibilist free will so long as we do not face coercion. The rest of today's class leaves aside questions of free
The ‘classic’ nurture group model is described as being ‘a school based learning environment specifically designed to address the unmet social, emotional and behavioural needs of children and young people’. A nurture group usually contains up to twelve children and two staff, both of whom have trained in Nurture theory and practice. The small group size of up to 12 is educationally .
nurturing experiences and helps pupils develop positive relationships with both teachers and peers. Nurture groups are classes of between six and 12 children or young people, run by two members of staff trained in nurture interventions. Nurture groups can be set up in early years, primary or second
transactions would allow participants to enter in commercial bilateral transactions to find a counterparty that will assume the Capacity Supply Obligation (“CSO”) and mitigate exposure ‒Reliability can be improved by finding a counterparty in the bilateral window for a given season since in times of scarcity, in ARA3 the CSO may not be acquired by another resource . Current Rules 3 T
